Flowchart: Supporting Struggling Students by chelsea dullea

Learner Centered Environment: Start by creating a learner centered environment. Get to know your students.

chelseadullea2 — 2025-01-18 16:06:08 UTC

https://www.teachthought.com/pedagogy/learning-profiles/#google_vignette

Tier 1: Differentiated Core Instruction

chelseadullea2 — 2025-01-18 16:08:18 UTC

Tailoring classroom instruction based on student readiness, strengths, and needs. This is a foundational component of MTSS and ensures equitable access to instruction for all students.

Based on data: is there a concern AND student receives services already?

chelseadullea2 — 2025-01-19 08:47:44 UTC

chelseadullea2 — 2025-01-19 08:54:11 UTC

YES

chelseadullea2 — 2025-01-19 08:54:49 UTC

Follow-up with Case Manager, Advisor, and/or Counselor

Academics:

chelseadullea2 — 2025-01-19 09:04:45 UTC

ACADEMIC

Academic Integrity
Missing of Late Work
Formative or Summative Assessment
MAP score below pre-defined benchmark

SOCIAL-EMOTIONAL

Agression, Impulsiveness
Isolation
Social Relationships

BEHAVIORAL

Low level, minor, infrequent behaviors
Attendance (e.g. late to class, absent of assessment days)
Off task and/or behaviors
MAP score below 25th percentile
Behavioral Issues (e.g. inappropriate language)
Inappropriate Use of Technology

Differentiation is needed... what have you tried (for 6 weeks)?

chelseadullea2 — 2025-01-19 10:06:34 UTC

Teacher emails parents (at least 2 contacts)
Collaboration between teachers and/or Student Support Services Teacher on ideas for differentiating instruction, activities. (Check that all academic and behavior Tier 1 best practices are in place)
Set short term goal with student
In-class EA support (support strategies/ accommodations while teacher is teaching)
Differentiated instructional groups
Counselor Check-in
Document concerns and data

Universal Screening or Benchmark Assessment

chelseadullea2 — 2025-01-19 10:10:45 UTC

Used to screen all students for strengths and needs at regular intervals throughout the year. This data helps assess whether core instruction is effective and identifies students who need additional support.

Benchmark/universally screen ALL students for areas of strength as well as areas of need.
Whole class data-driven differentiated core instruction and progress monitoring for ALL students

No

chelseadullea2 — 2025-01-19 10:26:50 UTC

Data has been collected in one or more of the following-areas (connected to the primary concern (s)):

Tier 2: Targeted Intervention/Strategic Support

chelseadullea2 — 2025-01-19 10:49:36 UTC

When a student is not responding to (not making sufficient progress as a result of) differentiated strategies and instruction

Gather data to be shared at student support team meeting

chelseadullea2 — 2025-01-19 11:20:51 UTC

At team meeting, the team develops a plan for the student.
The team documents decisions and notes.
Teacher or advisor contacts parents to notify them of the plan.
6 week follow-up meeting scheduled

Implement & Monitor

chelseadullea2 — 2025-01-19 11:23:03 UTC

Implement plan and monitor progress for 6 weeks

After 6 weeks, has student met goal?

chelseadullea2 — 2025-01-19 11:26:47 UTC

YES

chelseadullea2 — 2025-01-19 11:28:25 UTC

Student progress is monitored and documented. Differentiated core instruction continues.

NO

chelseadullea2 — 2025-01-19 11:30:23 UTC

Student progress is monitored and documented. Student is NOT making expected progress towards goal.

After 6 weeks, student met goal?

chelseadullea2 — 2025-01-19 11:47:41 UTC

YES

chelseadullea2 — 2025-01-19 11:48:22 UTC

Student has met goal or team determines that the student is making sufficient progress

NO

chelseadullea2 — 2025-01-19 11:48:47 UTC

Student has NOT MET goal and/or team determines that the student is NOT making sufficient progress.

chelseadullea2 — 2025-01-19 11:53:34 UTC

Move on to a new goal as needed or discontinue intervention; follow-up in 6-8 weeks; parents are notified about goal being met and any other outcomes.

chelseadullea2 — 2025-01-19 11:56:18 UTC

Team determines whether a new Tier 2 intervention or if a Tier 3 (intensive) intervention will be tried and/or if student needs to referred to another meeting.

chelseadullea2 — 2025-01-19 11:58:41 UTC

If team determines, a new Tier 2 intervention will be tried, repeat Tier 2 process. If Tier 3 process; will be tried, follow Tier 3 process. Schedule follow-up meeting in 8 weeks.

chelseadullea2 — 2025-01-19 12:03:09 UTC

Parents are notified of the lack of progress and that the student's team will be determining next steps and continue finding ways to support their child. Offer to have meeting wtih parents.

Tier 3: Intensive Intervention

chelseadullea2 — 2025-01-19 12:32:03 UTC

Data Collection
Individual strategies
Progress monitoring

Combo Tier 2 and Tier 3 Intensive Interventions for 8 weeks

chelseadullea2 — 2025-01-19 12:39:08 UTC

"What are Tier 3 interventions examples?

Here are several examples of Tier 3 interventions:
– One-on-one Individualized instruction that addresses the specific needs of that student.
– Intensive focused and targeted small-group sessions of 2-3 students. These sessions address specific learning gaps or challenges shared by a small, select group performing at the same student level.
– Personalized learning paths that outline specific goals and strategies based on student outcomes.
Specialized counseling or mental health services for students to address emotional or psychological factors.
– Behavioral support plans that address problem behaviors or behavioral challenges that impact a student’s academic performance.

How many minutes is a Tier 3 intervention?

The length of Tier 3 interventions can vary based on the specific needs of the students and the nature of the intervention. Typically, intervention sessions can range from 30 to 60 minutes. As they are more intensive and individualized support, they may necessitate longer sessions.

Is Tier 3 intervention one-on-one?

Tier 3 intervention is often one-on-one instruction or support. The focus of Tier 3 is on providing highly individualized and intensive interventions for students with significant academic, behavioral or social-emotional challenges."

(Martins, J., 7 Nov. 2024)

After 8 weeks, has student met goal?

chelseadullea2 — 2025-01-19 12:40:44 UTC

YES

chelseadullea2 — 2025-01-19 12:42:32 UTC

Progress is monitored and documented, goal met. Whole class differentiated core instruction continues.

NO

chelseadullea2 — 2025-01-19 12:42:57 UTC

Progress is monitored and documented, goal NOT met. Consult student support for next steps.
Parents notified for the lack of progress and that the learner's team will be determining next steps and work to continue to find ways to support their child.

Next Steps...

chelseadullea2 — 2025-01-19 12:48:28 UTC

Team determines whether a new Tier 3 intervention will be tried and/or if student needs to be brought to a new team meeting with specialists, and parents.

Is it a language need?

chelseadullea2 — 2025-01-19 13:23:47 UTC

Questions to ask:'Compared to English, for how long has the child been speaking and exposed to their home language? Keep in mind that it is typical for a child learning a second language to have a silent period.

Are the difficulties present in both the child’s home language and the new language?
Are the concerns evident in multiple settings (e.g., home, childcare)?
Have developmentally appropriate strategies been delivered systematically?
Have these strategies produced any significant differences in the child’s learning and development?

Things you may observe

chelseadullea2 — 2025-01-19 13:30:56 UTC

It's a language need, what now?

chelseadullea2 — 2025-01-19 13:38:42 UTC

Allow assisted technology like a translator and/or dictionary
Schedule a WIDA assessment
Focus on literacy
Follow MTSS plan with focused interventions on language learning.

Reference

chelseadullea2 — 2025-01-19 16:01:06 UTC

drew some inspiration from this document and the ES process at International Community School of Addis Ababa